Verbal Interaction Patterns in Online Collaborative Learning Design: Comparison of High Performing and Low Performing Groups

Abstract

This study explores the differences in students' verbal behavior sequences between high-performing (HP) and low-performing (LP) groups in a computer-supported collaborative learning (CSCL) environment. Employing quantitative content analysis and Lag Sequential Analysis (LSA), this study analyzed the verbal interactions of these two groups. The findings reveal that HP groups frequently engaged in cycles of negotiation, clarity-seeking, and task coordination, leading to effective collaboration and problem-solving. In contrast, LP groups exhibited fragmented problem-solving approaches and frequent off-task behaviors. These insights highlight the importance of structured support and focused task management in enhancing collaborative learning outcomes. These findings suggest that educators should foster learning environments that promote continuous critical evaluation and seamless coordination to improve group performance.